J i^'orm X — 145. 



ILLITERACY IN VIRGINIA 



SOME FACTS 
WHICH CANNOT BE OVERLOOKED 




This old lady is the grandmother of forty-three mountain children, most of whom 
have but recently enjoyed school facilities. 



PREPARED BY 

E. R. CHESTERMAN, 

Secretary of the State Board of Education. 



PUBLISHED BY THE 

DEPARTMENT OF PUBLIC INSTRUCTION 



019 736 401 4 9 



^ / 6 



ILLITERACY 



. . . IN 



VIRGINIA 



SOME FACTS WHICH CANNOT BE OVERLOOKED 



Prepared by E. R. C HESTERM AN , 

Secretary of the State Board of Education. 



PUBLISHED BY THE 

DEPARTMENT OF PUBLIC INSTRUCTION. 



RICHMOND 

Davis Bottom, Superintendent Public Printing 
1914 



rv <--> 

^%^% 
>^%^^ 



i>. Of X). 
•-B 23 .913 



Illiteracy in Virginia. 



In 1910 there were 71,580,270 persons 10 years of age or over 
in the United States, of whom 5,516,163 were unable to read or 
write, constituting 7.'/ per cent, of the population. 

The native whites, who constituted 75.0 per cent, of the entire 
population, had the smallest number of illiterates, 1,534,27^, or 3.0 
per cent. 

The foreign born whites had 1,650,361 illiterates, or 12.7 per 
cent, of their number. 

The colored had 2,227,731 illiterates, or 30.4 per cent. 

Astonishing as are these figures to the average reader of this 
"enlightened age," one is apt to view them with pretty much the 
same degree of complacency that one views other statistical fig- 
ures relating to the United States. This complacency, however, is 
soon turned into something almost akin to horror when the figures- 
are analyzed and their, exact Significance is realized. Then, in- 
deed, we see that the evil is at our very doors and then, too, we aU 
most hear the pathetic appeals of those who grope in mental dark- 
ness. 

Virginia's Startling Figures. 

To put the situation concrete] ij — to hring it "strcdglit home" 
to the Virginia people — it may Ije said that out of the 3,184,633 
ivhite illiterates over 10 years of age, Virginia furnished 83,825. 
Of these 83,825, 2,368 ivere foreign horn and 352 were of foreign 
or mixed parents. More lamentable still, 81,105 of the 83,825 were 
native horn whites, while 18,047 were children. 

And out of the 2,331,530 negro illiterates Virginia furnished 
148,950. 

In 1910 tJiere were 21.917 cJiildren {white and colored) he- 
tiveen the ages of 10 and 14 inclusive, who could neither read, nor 
lurite — 9.4 per cent, of the total of 232,775 illiterates in the State 

The United States census of 1910, shows that Virginia's illiter- 
acy at that time was 8.2 per cent, among whites, 30 per cent- among 
negroes, and 15.2 per cent, for the State at large. The correspond- 



4 , ILLITERACY IN VIRGINIA. 

ing figures for 1900 were 11.4 per cent, whites, 44 per cent, colored 
and 22.9 per cent, in all. 

A perceptible decrease, say you'f Yes, a perceptible decrease 
but hardly a satisfactory one; in truth a most disappointing and 
humiliating decrease. 

That Virginia must bestir herself is obvious; that she will be- 
stir herself may also be taken for granted since the stain on her 
escutcheon is almost unendurable. Wonders in the way of remov- 
ing this stain may be accomplished before the taking of the next 
census. The efforts of the Commonwealth, however, will have to 
be directed chiefly towards helping the young — those still of school 
age. 

And here it may be well to explain that of the great body of 
illiterates in Virginia, 46,831, according to the Federal census, are 
between the ages of 10 and 20 inclusive, while the State census — 
that taken by the school authorities, ages 10 to 19 inclusive — makes 
the tigure even larger, to-wit, r)5,(>82. 

Of the r)r),()82 illiterates (Virginia census, 1<) to 11) inclusive! 
52,662 are in the counties and of the total number in both r-ounties 
nnd cities, 24,344 are white. 

The negroes in Virginia reduced their illiteracy 33 per cent, 
during the decade between 1900 to 1910, but the whites brought 
about a reduction of only 29 per cent. It would, therefore, seem 
from this that a certain State educator was not far amiss when he 
said, "The negro situation will take care of itself if we keep the 
native white statistics constantly l)efore our eyes." 

Some Comparisons. 

Some, perhaps, will seek to derive consolation by comparing 
Virginia's illiteracy statistics with those of other States. Well, 
let them do so if they can, though the consolation, at best, will not 
be great. 

Native Avhite illiteracy in all the New England States, for 
example, averages less than one per cent. ; in Virginia there are 
only two cities, Charlottesville and Newport News, and one county, 
Powhatan, in which the illiteracy of native whites is less tlian one 
per cent. In our largest class, including as it does thirty-seven 
counties and four cities, the rate of native white illiteracv is be- 



ILLITERACY IN VIRGINIA. 




Virginia's State Superintendent "pedalling" to reach a remote school district. 





This army of Pittsylvania county school children is helping to fight illiteracy in their 

section. 



6 • ILLITERACY IN VIRGINIA. 

tweeii five and ten per cent. Careful consideration of the following 
table is invited : 

Virginia. 

No. oi! No. 01 

Iintemcij Among yative While, Counties Cities 

Less than one per cent 1 2 

One to two per cent 6 6 

Two to five per cent 23 5 

Five to ten per cent 37 4 

Ten to fifteen per cent 22 

Fifteen to twenty per cent ^ 

Twenty-eight and seven-tenths per cent 1 

Thirty-four and three-tenths per cent.. . 1 

Unreported 1 



Total 100 18 

If we follow the boundary lines of this Commonwealth avc 
shall find the facts o'iven in the following table: 

District of Columbia 0.6 per cent. 

Maryland 3.0 per cent. 

AVest Virginia (i.T per cent. 

Virginia 8.0 per cent. 

Tennessee 9.0 per cent. 

Kentucky 10.7 per cent. 

North Carolina 12.3 per cent. 

What North Carolina Is Doing. 

The native illiteracy of North Carolina still exceeds that of 
Virginia, but the "Old North State" is gaining on us very rap- 
idly. We reduced our native white illiteracy 29 per cent, during 
the decade immediately preceding 1010; North Carolina's record 
of reduction was 36 per cent. This is difficult to understand be- 
cause North Carolina's average length of school term is consider- 
ably less than ours — 90 days as against 140 days. The most prob- 
able explanations are the priority of her educational revival and 
the use she makes of local teacher's associations. In J^orth Carolina 
the teachei's meet everv month and discuss bovs and girls as welt 



ILLITERACY IN VIRGINIA. 




Visitors' day at the pretty little school of the Pamunkey Indians in King William 

county. 




Teachers and pupils of Irish Creek Hollow School, Rockbridge county. Only six 
children are beyond the first reader and none beyond the fifth reader. 



8 • ILLITERACY IN VIRGINIA. 

as lesson plans and the latest snLjects to l)e tanglit. If a l)oy or girl 
is out of school or irregular in attendance, the case comes np for 
special consideration at the teachers' meeting. Besides, the edu- 
cational revival in North Carolina antedated ours and if Virginia 
could have made during the first half of the ten years following 
1900 such strides as have heen made since 1905, there would have 
been another story to tell at this point of our narrative. North 
Carolina now has compulsory education and will reduce her rate 
of illiteracy more rapidly than ever before. 

The Fight in Other States. 

During the decade which has been mentioned the Pacific States 
reduced illiteracy among their native white population as much as 
50 per cent., the ^lountain States of the west 40 per cent., and 
all tlie other great divisions of States about 40 per cent, except 
our group, the South Atlantic States, and the East South Central 
and New England groups. The South Atlantic States reduced il- 
literacy 33 per cent., the East South Central 26 and the New Eng- 
land 22 per cent. Omitting the New England States, where the 
rate of illiteracy has long been very low, it is clear that our group 
of States is next to the bottom of the list in the matter of reducing 
illiteracy during the decade. 

Going within the South Atlantic group itself, we find that 
Delaware and Florida reduced their illiteracy among native whites 
47 and 42 per cent, respectively; I\raryland, West A'irginia and 
jVorth Carolina al)out 3 per cent, each; and Virginia next to the 
last in the list, only 29 per cent., as above stated. 

To those who desire to make further comparisous between the 
figures relating to illiteracy in Virginia and those relating to illit- 
eracy in other States, we ofi'er the following tables, which were 
prepared by Inspector William II. Hand, of South Carolina, and 
Avhich appear in the excellent bulletin on "Compulsory School At- 
tendance" recently published by the United States Bureau of Edu- 
cation: 



ILLITERACY IN VIRGINIA. 




Exhibit of the Laurel Industrial School, where 250 erring boys are being saved from a 
life of ignorance and crime. 





fBS^B/^^SBKm \ 


i 



We are smiling because we've been given a chance to become self-supporting, useful 
men and women. Neglect us, and by our ignorance we will hold back our community.- 



10 



ILLITERACY IX VIRGINIA. 



EXHIBIT A. 

Showing rank of the twelve Stales without State-wide compulsory laivs in percentage of 
illiteracy of native whites 10 years of age and over. 



States 



1910 



Maryland 

Texas 

Florida 

Mississipj^i . . . . 

Arkansas 

Georgia 

Virginia 

Tennessee 

Alabama 

South Carolina. 
North Carolina 
Louisiana 



1900 



32d 


32d 


33rd 


35th 


37th 


38th 


38th 


37th 


40th 


41st 


41st 


42d 


42d 


40th 


43rd 


46th 


44th 


47th 


4.^th 


44th 


47th 


49th 


48th 


48th 



EXHIBIT B. 

Native white male illiterates of voting age. 



States 



Illiterates | Illiterates 



1900 



South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi. . . . 
Texas 



Maryland 

Virginia 

North Carolina. 

Tennessee 

Arkansas 

Louisiana 



Massachusetts . 
Rhode Island . , 
Connecticut . . . 
Wisconsin. . . . 
Minnesota. . . . 
West Virginia. 
Kentucky. . . . 



15,643 
31,914 
5,470 
30,680 
11,613 
24,180 

10,191 
35,057 
24,208 
51,247 
22,546 
24,681 

1,927 

550 

1,040 

1,754 

737 

23,024 

62,182 



1910 



17,535 
29,936 
5,026 
30,389 
11,129 
23,642 

8,097 
33,488 
49,619 
47,479 
20,343 
28,091 

1,700 

466 

893 

1,514 

732 

20,666 

59,314 



Per cent. 

in 

1910 



11.0 
8.9 
5.1 

10.9 
6.1 
3.7 

4.0 

9.9 

14.1 

11.5 

7.7 
15.6 

.5 
1.0 

.7 
1.0 

.5 

7.8 

12.8 



ILLITERACY IN VIRGINIA. 



11 




An Indian school in a mountain section. 




These folks have come to the colored school fair in Campbsll county. 



ILLITERACY IN VIRGINIA. 



EXHIBIT C. 

Native while children between 6 and 14 years of age not in school. 



States 



Maryland 

Virginia 

North Carolina 

Tennessee 

Arkansas 

Louisiana 

South Carolina. 

Georgia 

Florida 

Alabama 

Mississippi. . . . 
Texas 



Children Per cent 



25,157 


16.7 


74,505 


26.8 


79,261 


24.3 


97,071 


24.8 


60,231 


25.3 


58,197 


31.6 


39,977 


27.9 


76,342 


25.2 


21,854 


27.9 


78,142 


30.0 


26,730 


15.8 


151,232 


25.7 



EXHIBIT D. 

Native white illiterates 10 years of age and over. 



States 


Illiterates 


Per cent. 


South Carolina 


50,112 

79,875 
14,331 
84,204 
28,344 
60,881 

17,464 
81,105 
131,992 
120,384 
54,221 
82,100 

3,428 

94^ 

1,707 

3,223 

1,536 

50,580 

145,156 


10.5 


Georgia 


8.0 


Florida 


5.2 


Alabama 


10.1 


Mississippi 


5.3 


Texas 


3 3 


Maryland 


3.0 


Virginia 


8.2 


North Carolina 


12.3 


Tennessee .... 


9.9 


Arkansas 


7.1 


Louisiana 


15. 


Massachusetts 


0.4 


Rhode Island 


0.7 


Connecticut 


.5 


Wisconsin 


.6 


Alinnesota 


.4 


West Virginia 


6.7 


Kentucky 


10.7 







In Exhibit D, the first six States mentioned have no compulsory attendance 
law. Next are shown the six States with local-option compulsory laws. Massachu- 
setts, Rhode Island and Connecticut are taken as representatiyes of New England, 
each with a compulsory attendance law enacted years ago. Wisconsin and Min- 
nesota are taken as a type of the newer West, with a somewhat rigid enforcement of 
compulsory attendance. West Virginia and Kentucky are taken as specimens of 
States recently adopting attendance laws at first mild in form and not rigidly en- 
forced. 



ILLITERACY IN VIRGINIA. 



13 




A church, a school, and a teacher's home in an Indian settlement in the hills. The 
schoolhouse stands to the right and the teacher's cottage in the foreground. 




A canning club that is much in earnest. 



14 



ILLITERACY IX VIRGINIA. 



EXHIBIT E. 

Shoiving the actual decrease of uative white illiterates 10 years of age and over, between 

1900 and 1910. 



States 



South Carolina 54, 177 

Georgia 99,948 

Florida 16,470 

Alabama 102,779 

Mississippi 35 , 432 

Texas 70,006 

Maryland 23,837 

Virginia 95 , 583 

North Carolina 175,325 

Tennessee I 156 , 342 

Arkansas I 74,828 

*Louisiana 78 ,889 



In 1900 In 1910 Decrease 



50,112 
79,875 
14,331 
84,204 
28,344 
60,881 
17,464 
81 , 105 
131,992 
120,384 
54,221 
82,100 



4,065 

20,073 

2,139 

18,575 

7,088 

9,125 

6,373 

14,478 

43,333 

35,958 

20,607 

3,201 



♦Increase in liOuisiana. 

It will readily be seen from the foregoing figures and com- 
parative tables that no effort has been made to disguise the facts 
concerning illiteracy as it prevails in Virginia. The present situa- 
tion is one which requires the plain, unvarnished truth, however 
humiliating that truth may be. Fortunately, however, there is much 
which may yet be done to "save the day," and better still, the 
people at large have begun to realize this. For months past a 
mighty fight to wipe out the blot has been waged and even now 
Virginia is in the midst of a l)attle against illiteracy which is cer- 
tain to reduce the evil materially. This battle is everybody's fight 
■ — the school authorities', the school patrons', the churches', the good 
citizens', the children's, yea, even yours and mine. It affects prac- 
tically every neighborhood in the State ; upon its success depends 
the future peace and happiness of many a Virginia hearthside, for 
illiteracy is the synonym of poverty and shiftlessness. 

Here, in brief form, are some plans of procedure that, in one 
way or the other, will enable all the people to help in the campaign 
against illiteracy: 

1. Every division superintendent in every city and county in 
Virginia should study the situation in his own field and work inde- 
fatigably to stamp out the evil. This alone will mean a working 
force of 113, who by constant supervision and visitation, can accom- 
plish wonders. All the superintendents, by the way, would do well 
to imitate the example of the oft mentioned county superintendent 
who "keeps track of every white child in his division" and takes 



ILLITERACY IN VIRGINIA. 



15 



pains to see that the child is at least entered long enough to learn 
to read and write. 

2. Every school trustee, school principal and school teacher 
should do likewise in his or her more limited sphere. And here it 
may be said that the problems of enrollment and average attend- 
ance are so closely related that we may say that all constitute 
phases of the same problem. Teachers and principals alike should 







A mountain cabin. The people in this settlement have never had good schools or a 
fair chance to develop their possibilities. 

strive assiduously not only to procure the largest possible enroll- 
ments but also the largest possible daily attendance. 

3. Every parent, however great may be the self-sacrifice in so 
doing, should not only send his own children to school but should 
enforce their regular attendance. He would not go far 3inisSj either, 
if he persuaded all his neighbors to imitate his example 

4. Every school league and citizens' association should feel 
in duty bound to join in the great crusade. Such organizations 
have exceptional opportunities for usefulness in their respective 
neighborhoods. They can do intensive work that is bound to be 
effective in stamping out illiteracv. Better still, their moral sup- 
port will stimulate the teachers, as well as school authorities. 

5. Every neighborhood with twenty-iive or more children 
should have a school within reasonable distance. The wagons used 



16 ILLITERACY IN VIRGINIA. 

for hauling pui^ils to consolidated schools have served an excellent 
purpose and their discontinuance would be a calamitous thing. In 
5-ome instances, however, their use is -impracticable. Cases of this 
sort should be met by carrying the school to the children. And 
here it may be remarked tliat, despite tJie popnhirity and success of 
the consolidated school, the one-room rural school still has its use- 
fulness. It is far from being an eft'ete institution. In truth, there 
has seldom been a time when it could accomplish more good or 
when the benefits accruing from it were more widely recognized. 

6. Every community which finds itself exceptionally beset by 
the "curse" of illiteracy should ponder the advisal)ility of estab- 
lishing summer schools. These woiild certainly be practicable in 
counties that enjoy the bracing atmosphere of the mountains or 
unusual altitudes. 

7. Every school division of the State, whether comprising a 
county or city, should consider the possible benefits that might fol- 
low the adoption of our compulsory education law. The Virginia 
statute enacted six years ago contains a local option feature that 
puts it within the power of every school division to avail itself of 
the law if it sees fit so to do. While the statute undoubtedly con- 
tains certain provisions that lessen its strength, the law has been 
followed with very satisfactory results by se^'eral counties and 
cities. It is directly in the line of progress: it can be made to do 
invaluable service in the way of increasing enrollment and reducing 
illiteracy. 

The old adage. "What's everybody's business is no<3ody's busi- 
ness," assuredly fails to find application in the matter of Virginia's 
illiterates. No man with a spark of humanity in his soul can fail 
to realize that the Old Dominion should rid herself of this baneful 
shadoAv that has fallen athwart our proud Commonwealth; no 
man witli a proper sense of citizenship can fail to understand that 
he must do his part towards uprooting the evil; no man with the 
smallest idea of proportion can fail to see the importance of car- 
rying education almost to the threshold of every Virginia home. 
The appeal for help from every quarter is a Macedonian cry; it 
cannot l)e ignored. We cannot deafen our ears to it. 

Let no man fail to liear; let every man be np and doing. 



An Effort to Abolish Illiteracy in Richmond 

By De. J. A. C. Chandler, Superintendent of Richm.ovd City 

Schools. 



Among the native whites in Richmond only 12 out of every 
1,000 are unable to read and write. The average for cities in the 
United States having 100,000 population is 4 out of every 1,000, 
while the average in Virginia is 80 whites out of every 1,000. In pro- 
portion to its population Richmond has six times less illiteracy 
than the rest of the State. 

Considering the negroes of Richmond there are 196 illiterates 
out of every 1,000 ten years of age and over. The average for the 
cities of the United States having 100,000 population and over is 
126, while the average for Virginia is nearly 300. In proportion to 
the population Richmond, as compared with the State at large, 
has one and one-half times less illiterates among the negroes. 




A class of foreigners at Bellevue School learning to read and write. 

For the last two years great effort has been made to abolish 
illiteracy by means of the night schools. At present there are in 
the night schools of Richmond 3,548 persons, of whom a vast ma- 
jority are beyond school age. The mininium age at which persons 
are admitted to these schools is 14. The total number in night 
schools is distributed as follows: "White 2,167, colored 1,381, The 
classes as organized run from the first grade to the second year of 
high school. 



u 



ILLITERACY IN MK(.IXIA. 



Of the 2,167 whites, 852 are in academic work from the first 
year of the elementary schools to the second year of high school, 
.while 1,315 are in vocational work, commercial work and work in 
household arts. 

Of the 1,881 in the colored night schools 997 are included from 
first to seventh year academic work, wliile 384 are taking courses 
in industrial work and household arts. 

The Richmond School Board thinks that a person Mdio has not 
completed the fifth reader gi'ade, or the equivalent, is not to be 
classed far above illiteracy. In the night schools for whites there 
are enrolled in the fifth grade and l)elow as follows: 




A class of adults who are earnestly studying the subjects included in elementary 
school work — some as low as the primary grades. 

WHITE NIGHT SCHOOLS. 





Males 


Females 


Total 




Under 
21 


Over 
21 


Under 
21 


Over 
21 


Under 
21 


Over 
21 


5th Grade 

4th Grade 


108 
61 
36 
17 
15 

237 


1 

6 
2 

7 


51 
43 

28 
5 
2 


1 
1 
8 
1 
3 


159 

104 

64 

22 

17 


2 
1 


3rd Grade 

2nd Grade 

1st Grade 


14 

3 

10 








16 


129 


14 


366 


30 



An analysis of the above table shows that there are 396 out 
of 852 who are in the 5th Reader or below. It must be remem- 



ILLITERACY IN VIRGINIA. 



19 



bered, too, that all of these are over 14 years of age. The total 
whites in the 1st Keader grade are 27; in the 2nd Reader grade 
25; in the 3rd Reader grade 78, and in the 4th Reader grade 105. 
Note also that there are 10 white persons over 21 years of age in 
1st Reader grade ; 3 in 2nd Reader grade and 14 in the 3rd Reader 
grade. 

In the night schools for colored there are enrolled in the 5th 
Reader grade and below as follows : 




A class at the Baker Night School studying Playmates Primer. 

COLORED NIGHT SCHOOLS. 





Males 


Females 


Total 




Under 
21 


Over 
21 


Under 
21 


Over 
21 


Under 
21 


Over 
21 


5th Grade 


46 
67 
63 
57 
29 


22 
39 

47 
58 
45 


45 
40 
33 
48 
31 


11 

37 
56 
76 
96 


91 
107 

96 
105 

60 


33 


4th Grade 


76 


3rd Grade 


103 


2nd Grade 


134 


1st Grade 


141 








262 


211 


197 


276 


459 


487 



It will be observed that of the 997 colored persons in academic 
work, 946 are in the 5th Reader grade or below, and all of these 
are over 14 years of age. It will be interesting also to note that 
487 of them are over 21, many of them being from 50 to 60 years 
of age. Of the colored in the 1st Reader grade there are 201 ; in 



20 



ILLITERACY IN VIRGINIA. 



019 735 401 4 



the 2nd Reader grade 239; in the 3rd Reader gr 
a vast majority are 30 to 35 years of age. 

The effort to remove illiteracy in Richmond is not simply an 
effort to teach reading and writing — it is an effort to give higher 
ideals and to furnish some food for thought, thns preventing the 
illiterate mind from turning towards mischief-making and vice. 




A class at the Baker Night School of the second reader grade learning Reading, Writ- 
ing and Arithmetic. 

The white night schools are conducted for six and one-half 
months, 2 hours per night, ^londays, Tuesdays and I'hnrsdays. The 
colored night schools are conducted for six and one-half months on 
Mondays, Tuesdays, Wednesdays and Thursdays, 2 hours i)er night. 

It is a real joy to visit the night schools and see the eagerness 
of the students, old and young, and to inspect the efforts which 
they are making to overcome the dilYiculties of life Avhich they are 
facing because of lack of opportunity or training in early life. It 
should be said that practically every person of the 3,547 enrolled 
in the Kichiuond (^itv Night Schools is in the day engaged in soine 
gainful occupation. 

Instance after instance could he cited to show the great value 
of this work, but one will suffice. A messenger connected with an 
important State department (a man about 35 years of age) who 
three years ago could scarcely read in the 3rd Reader has, by night 
work for three successive years, learned to read with some degree 
of ease; learned the fundamental operations of arithmetic with 
great accuracy, and is able to use the typcAvriter in addressing en- 
velopes and in tabulating. His efficiency, in the judgment of the 



i<2^l 5 



ILLITERACY IN VIRGINIA. 



21 



office in Avliich he works, has been increased during the three years 
100 per cent. 

The Richmond authorities do not believe that anything is really 
accomplished in the night schools by merely teaching reading and 
A\'riting, unless it is constantly applied in daily work, and those 
who have an opportunity to attend the night schools must be given 
a broader grasp as to their duties in societ3^ The night schools 
are, therefore, used as a great coniniunity activity' for the promo- 
tion of personal efficiency and public good. 




The above is a class of journeymen studying estimating, reading blue prints, and other 
problems connected with their trade. This is one type of a number of schools in opera- 
tion in Richmond for the improvement of the worker in the occupation. 



LIBMAHY Ur- UUNIjHtSi^S 



019 736 401 4 

A Few Suggestions 



Illiteracy is the common enemy of us all. 



To be unable either to read or write is to be mentally 
blind, deaf and dumb. 



"An illiterate taught is a citizen emancipated, ennobled, 
elevated." 



Our "army of illiterates" is but a phantom host in the 
matter of useful citizenship. 



Let us strive to make the illiterate an sxtinct type of hu- 
manity in Virginia by 1920. 



If education be "an ornament in prosperity and a refuge 
in adversity," then illiteracy must be hideous, unending de- 
spair. 



Virginia may boast of being the ' ' Mother of Presidents ' ' 
but she cannot brag about her illiterate children. 



"The very spring and root of honesty and virtue lie in the 
felicity of lighting on good education. ' ' — Plutarch 



"It was in making education not only common to all, but 
in some sense compulsory on all that the destiny of the free 
republics of America was practically settled. ' ' — James Russell 
Lowell. 



